Key questions raised are:

● What are ‘British values’?

● How are ‘British values’ demonstrated by; individuals / leaders / the community?

● Why might some people reject the concept of ‘British values’?

● How might some people misuse the concept of ‘British values’ to manipulate or persuade others?

● Should we promote ‘British values’ in our community? How could this be achieved?

Through the curriculum students will be able to:

● explain the terms democracy, tolerance, and community cohesion;

● suggest examples of how ‘British values’ are practised in their community;

● evaluate the effect of ‘British values’ on themselves and their community;

● describe the value in feeling part of a strong community and the benefits of neighbourly behaviour;

● describe how actions contribute to a sense of community;

● identify the skills and character attributes that help people to successfully live and work together;

● evaluate the concept of ‘British values’, including how the term itself may be alienating or how some values may be unfamiliar for some people arriving in the UK;

● explore the impact of core values, recognising how they can unite or divide groups;

● explain why individuals may prioritise different values over others;

● suggest ways that they can promote ‘British values’.  

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

Key questions raised are:

● What does it mean to live in a diverse society?

● What are the advantages and disadvantages of this?

● How does prejudice lead to discrimination?

● How can we prevent discrimination and offensive behaviour in our society?

● Why might people hold conflicting values (even if they are from the same family / community)?

● How might people respond to holding different values from those close to them?

● How can we manage conflict about our values?

Through the curriculum students will be able to:

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

To understand the nature of extremism.

Key questions raised are:

● What is extremism / radicalisation?

● What types of extremist groups exist?

● Why might someone want to join an extremist group?

● What are the risks for someone who becomes involved with extremism?

● What are the effects of extremism on the community?

● What techniques do extremist groups use to recruit new members?

● How do extremist groups operate online?

● How can someone resist radicalisation techniques?

● What should someone do if they are concerned about themselves or a friend?

Through the curriculum students will be able to:

● define the terms extremism and radicalisation;

● challenge assumptions about extremism;

● understand that there are a range of extremist groups from different walks of life;

● suggest reasons why (young) people may join extremist groups;

● explain the risks for an individual of being associated with an extremist group;

● explain the threat to the community posed by extremist groups;

● recognise how extremist groups operate on social media;

● understand the techniques used by extremist groups to manipulate and persuade;

● describe and demonstrate ways to resist these techniques;

● explain what someone could do if they were worried about themselves or a friend.